Day & Date: Monday, February 9 2015
Standard:
MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
MCC9-12.G.GMD.2 (+) Give an informal argument using Cavalier’s principle for the formulas for the volume of a sphere and other solid figures.
Essential Question/Learning Goal:
How do you determine the volume of a geometric solid and what shortcuts can you use?
Lesson Opener: (10 min.)
Graphic Organizer
Procedures/Strategies: (40 min.)
Work with an assigned partner to complete 4 stations to review for test on Friday.
Debrief about the stations
Lesson Summarizer: (5 min.)
Assessment/Evaluation: graphic organizer, stations, cheat notes
Materials Needed: graphic organizer, stations
1

Day & Date: Tuesday, February 10 2015
Standard:
MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
MCC9-12.G.GMD.2 (+) Give an informal argument using Cavalier’s principle for the formulas for the volume of a sphere and other solid figures.
Essential Question/Learning Goal:
Are you ready for the Volume Test?
Lesson Opener: (10 min.)
Answer last minute questions before test.
Procedures/Strategies: (40 min.)
Take Volume Test
Lesson Summarizer: (5 min.)
Predict grade on Test
Assessment/Evaluation: Volume
Materials Needed: Volume Test, Formula Sheets
2

Day & Date: Wednesday, February 11 2015
Standard:
MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
MCC9-12.G.GMD.2 (+) Give an informal argument using Cavalier’s principle for the formulas for the volume of a sphere and other solid figures.
Essential Question/Learning Goal:
How did you perform on the test?
Lesson Opener: (10 min.)
Pass back graded test, and have students read teacher comments
Procedures/Strategies: (40 min.)

Students will correct missed questions on test by completing the correction chart.

Students will preview the unit on Data

Students will create Frayer Model for the vocabulary terms in the Data unit.
Lesson Summarizer: (5 min.)
Make a list of where Data/Statistics are used in the Real World.
Assessment/Evaluation:
Correction charts, Frayer Models
Materials Needed:
Correction charts, poster board, markers, iPads
3

Day & Date: Thursday, February 12
Standard:
MCC9-12.S.CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
MCC9-12.S.CP.7
Apply the Addition Rule, P(A or B) = P(A) + P(B)
– P(A and B), and interpret the answer in terms of the model.
Essential Question/Learning Goal:
How can I communicate mathematically using set notation?
How can I use a Venn diagram to organize various sets of data?
Learning goal : Students will be able to place information into a Venn diagram and describe the sample space using set notation.
Lesson Opener: (10 min.)
2 EOCT Practice questions
Procedures/Strategies: (40min.)

Matching: Have students match vocabulary words to definitions or label pieces of a mathematical idea correctly (like labeling all the parts of a coordinate plane, or labeling the parts of a linear equation).

Using the dice app conduct an experiment to determine the probability of 2 dice showing at least 1 odd number.

Complete dice lattice to show all outcomes of rolling 2 dice.

Practice with the vocabulary of subsets

Demonstrate how a Venn diagram will help visualize situations. Smart board activity

Use Venn diagram to answer questions posed in set notation.
Lesson Summarizer: (5 min .)
Ticket Out the Door: Interpret the Venn Diagram using set notation
Assessment/Evaluation: matching, practice with vocabulary, set notation, and Venn diagrams
Materials Needed: . Clicker, smart board, iPad, dice app
4

Day & Date: Friday, February 13
Standard:
MCC9-12.S.CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
MCC9-12.S.CP.7
Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
Essential Question/Learning Goal:
How can I communicate mathematically using set notation?
How can I use a Venn diagram to organize various sets of data?
Learning Goal : Students will use Venn Diagrams and set notation to determine the probability of event occurring.
Lesson Opener: (10 min .
)
2 EOCT Practice questions
Procedures/Strategies: (40 min.)

Fill in graphic organizer comparing vocabulary, set notation, and Venn diagrams

Individual practice on Venn diagrams and probability

Compare answers in table groups

Share misconceptions about problems
Lesson Summarizer: (5 min.)
Error Analysis- Determine the mistake made on a given probability problem choosing tiles
Assessment/Evaluation: graphic organizer, practice sheet, problem with an error.
Materials Needed: smart board, iPad,
5